This paper presents a learner-centered model for designing e-learning assignments/activities within e-learning environments. The model is based on constructivism learning theory. The model includes two categories -the learning design elements (comprised of fundamental design elements and collaborative elements) and the learning assessment elements (self-assessment, team assessment, and facilitator's assessment). The application of the model is shown through various working examples. A factual situation using the model within an e-learning course is presented to further demonstrate the application of the model in an actual e-learning environment.

This paper reports on research commissioned by the English National Board for Nursing, Midwifery and Health Visiting into mentorship and clinical support arrangements for Project 2000 nursing students in the adult and mental health branches. Interviews and observation data were gathered from staff and students in three of the demonstration centres. Findings showed that the terms 'mentorship', 'assessor' and 'supervisor' were used interchangeably and covered diverse roles in both clinical and community settings. Generally there was an impression that staff were willing to help students learn from their experience but felt unprepared for the 'new nursing students'. Several factors emerged which seemed either to promote satisfactory experiences for students or inhibit their learning and enjoyment of the placement. These are discussed under the themes 'supernumerary status', 'team spirit', 'theory and practice', 'diploma level practice' and 'organization of nursing teams'.

This paper presents a learner-centered model for designing e-learning assignments/activities within e-learning environments. The model is based on constructivism learning theory. The model includes two categories -the learning design elements (comprised of fundamental design elements and collaborative elements) and the learning assessment elements (self-assessment, team assessment, and facilitator's assessment). The application of the model is shown through various working examples. A factual situation using the model within an e-learning course is presented to further demonstrate the application of the model in an actual e-learning environment.

How, where, when, and what we teach has been significantly influenced by technological innovation. Radio, television, and computers have all altered how information is presented and how students interact with that information. This paper describes how virtual worlds provide a mechanism to incorporate constructivist, experiential, and student-centered learning practices into the classroom. The authors also discuss the challenges and the benefits of using virtual worlds in education as well as some implications for the future of education.

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